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ERIC Number: EJ600226
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1098-6065
Teaching-Learning of Evaluative Criteria for Mathematical Arguments through Classroom Discourse: A Cross-National Study.
Inagaki, Kayoko; Morita, Eiji; Hatano, Giyoo
Mathematical Thinking and Learning, v1 n2 p93-111 1999
Analyzes videotaped lessons of 5th grade students on equivalent fractions from seven American and six Japanese classrooms in terms of a recurrent pattern in public discourse among a teacher and students. Found two approaches to the teaching-learning of the criteria for evaluating mathematical arguments. (Contains 17 references.) (Author/ASK)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; United States